Theoretically, the term "script" appears to be rather ill-defined.

This book clarifies the use of the term "script" in education. It approaches the term from at least three perspectives: cognitive psychology perspective, computer science perspective, and an educational perspective. The book provides learners with scripts that support them both in communication/coordination and in higher-order learning.

Dieser Band vereinigt - neben einem einleitenden Überblick und einem abschließenden Rahmemmodell zum Thema Lernen des Lernens - epmirische Originalarbeiten, die sich detailliert und paradigmatisch mit der kognitionspsychologisch orientierten Analyse und Förderung von Primärstrategien des Lernens und Denkens bei verschiedenen Altersgruppen beschäftigen. So werden neben elementaren Strategien des induktiven Denkens kognitive Verstehens- und sozioemotionale Bewältigungsstrategien von Schulkindern, aber auch Strategien des Textlernens und des Problemlösens von Studenten behandelt.

Learning Issues for Intelligent Tutoring Systems arrays the most current and exciting research in this dynamic and growing area of cognitive science. The various contributions address the design and use of instructional systems as well as the important theoretical and practical questions involved in implementing knowledge-based systems. This book offers complete and up-to-date reviews of the major research programs in computer-aided instruction and intelligent tutoring systems. Learning Issues for Intelligent Tutoring Systems is an important and useful introduction to...

This most unusual book results from the NATO Advanced Research Work shop, "Designing Hypertext/Hypermedia for Learning," held in Rottenburg am Neckar, FRO, from July 3-8, 1989. The idea for the workshop resulted from the burgeoning interest in hypertext combined with the frustrating lack of literature on leaming applications for hypertext. There was little evidence in 1988 that hypertext could successfully support learning out comes. A few projects were investigating hypertext for learning, but few conclusions were available and little if any advice on how to design hyper text for learning...

Most would agree that the acquisition of problem-solving ability is a primary goal of education. The emergence of the new information technologiesin the last ten years has raised high expectations with respect to the possibilities of the computer as an instructional tool for enhancing students' problem-solving skills. This volume is the first to assemble, review, and discuss the theoretical, methodological, and developmental knowledge relating to this topical issue in a multidisciplinary confrontation of highly recommended experts in cognitive science, computer science, educational...

The design of educational technology has been driven mostly by technology and much too little by advances in instructional psychology and education. This book approaches educational technology from a psychological and educational point of view. Many of the chapters included draw the implications of cognitive theory for the construction of technology-based learning environments. Using specific examples, they show how technology could support the design of environments that are important to construct for educational and psychological reasons. Originating from a NATO Advanced Study Institute...

The NATO workshop ''Knowledge acquisition in the domain of physics and intelligent learning environments" was held in Lyon, France, July 8-12, 1990. A total of 31 researchers from Europe (France, Germany, Greece, Italy, Portugal, and the U. K. ), the U. S. A., and Japan worked together. This proceedings volume contains most of the contributions to the workshop. The papers show clearly the main directions of research in intelligent learning environments. They display a variety of points of view depending on the researcher's own background even when a single domain of teaching, namely physics,...